University of Central Florida-College of Education EEX 6759 Transition Planning and Interdisciplinary Teaming for Students with Disabilities – Summer 2011 Teaching Academy (TA) Room 102 Course Meeting Dates: 5/21/11, 6/4/11, 6/11/11, 6/18/11, 7/9/11, 7/16/11, 7/23/11, and 7/30/11 from 9:00 am – 5:00 pm Instructor: Kim Spence-Cochran, Ph.D. Office Hours: By Appointment Only Office Location:UCF Center for Autism & Related Disabilities (CARD) University of Central Florida – Main Campus HPA I - Second Floor - Orlando, Florida OR University of Central Florida – Cocoa Campus 1519 Clearlake Road Cocoa, FL 32922 Phone: 321-212-8997 cell phone 407-823-6012 office phone E-mail: drspencecochran@yahoo.com
Course Description:
This course is designed to address the key administrative issues concerning personnel
and resource management, interagency collaboration and resource identification for
inter-disciplinary teaming and transition planning for students with disabilities across the
educational continuum (early childhood, elementary, secondary, post-secondary and
adult education). Emphasis is placed on transition services including assessment,
curriculum planning, and collaboration with community agency personnel, school
professionals and families. Students will explore: a) strategies for collaboration,
consultation and negotiation within an organization and maintenance of special
education programs for students with disabilities; b) national trends and federal and
state statues related to career development and transition planning; c) curriculum and
strategies to develop self-determination and self-advocacy; d) county and state
resources and services; and e) essential domains of transition planning
(personal/social, general community functioning, and leisure/recreational). Students will
also investigate a continuum of placement and service options in general education,
career and vocational education, integrated employment (including supported
employment), functional community based instruction, and transition services. Course Requirements:
This course is offered to graduate students seeking a Master’s Degree in Exceptional
Education and/or a Graduate Certificate in Severe or Profound Disabilities and State
Endorsement in Severe or Profound Disabilities. It is designed to address Administrative
Rule 6A-4.012793, Specialization Requirements for Endorsement in Severe or Profound
Disabilities—Academic Class (b) Coursework in interdisciplinary teaming to include
available resources; the recognition of the role of parents, teachers, and other
professionals; functional community-based curriculum; employability skills; and
transition planning. Course Objectives:
Key: FEAP= Florida Educator Accomplished Practices
ESE= Florida Exceptional Student Education K-12 Subject Area
Competencies
ESOL=English for Speakers of Other Languages
CC=Common Core, (Council for Exceptional Children)
IIC= Individualized Independence Curriculum, (Council for Exceptional
Children)
EEX 6938- Transition Planning and Interdisciplinary Teaming for Students with Disabilities
The following competencies are designed to address Administrative Rule 6A-4.012793,
Specialization Requirements for Endorsement in Severe or Profound Disabilities—Academic Class
(b) Coursework in interdisciplinary teaming to include available resources; the recognition of the
role of parents, teachers, and other professionals; functional community-based curriculum;
employability skills; and transition planning. Student Exit Competencies Standards Demonstration
1. Demonstrate knowledge of history and
trends for national transition initiatives. CC1K7; CC1K3 IC1K2; Midterm/Final Exam/
Professional
Reflections/
Electronic Resource
File
2. Demonstrate knowledge of federal and state
statutes as they relate to special education
collaboration and transition services. ESE 1(2); ESOL 24; IC1K2; Midterm/Final Exam/
Professional
Reflections/ Electronic
Resource File/DSS
Assignment
3. Demonstrate knowledge of Florida’s
Sunshine State Standards, High School
Assessments, and methods for linking
academic content to transition goals. IC9S3; ESOL 24; CC1K3; CC10S2; IC4S4
Midterm/Final Exam/
Professional
Reflections/
Resource File/DSS
Assignment/TIEP
4. Identify the roles and responsibilities of the
special educator, general educator, transition
specialist, paraprofessional, and related
service personnel. ESE 1(6); ESE 3(6), CC2K4; CC10K2; CC10S1; CC10S6; CC10S7;
Midterm/Final Exam/
Professional
Reflections/
Personal Futures
Planning Activities/
Transition IEP
5. Demonstrate mastery of communication and
consultation skills, including interdisciplinary
teaming strategies for collaboration between
schools, agencies, and families. ESE 3(6); ESOL 13, 22; CC1K3; CC7K1; CC7S1; CC10S3; CC10S4; CC7K7; CC7 S5;
Professional
Reflections/
Personal Futures
Planning
Activities/Agency
Visitation/DSS Assign.
6. Identify the essential domains of transition
planning (e.g., personal/social, general
community functioning, and
leisure/recreational) for students with
disabilities CC3K2; CC4S6; CC4S1; IC5S1; IC7S6 IC1K2;
Professional
Reflections/
Midterm/Final Exam
Agency Visit and
Presentation/
Transition IEP/
Job Development
Project
7. Demonstrate knowledge of transition
planning using student and family
preferences to develop desired post-school
outcomes. FEAP #2, 3; ESE 7(3); ESOL 23; IC10S2; CC1K5; CC1S2; CC7K7; IC8K3; IC10S5; IC4K4;
Personal Futures
Planning Activities;
Job Development
Project; Transition IEP
8. Identify formal and informal approaches for
identifying students' strengths, interests,
preferences, and needs related to post-
school goals and educational experiences ESE 1(3), 7(1)(2),(3),(4); CC4S1; CC4S6; CC10S2
Personal Futures
Planning Activities;
Job Development
Project; Self-
Determination
Curriculum Review
9. Collaborate with I.E.P. team members to
plan functional outcome oriented transition
IEP’s that encourage full community
participation. FEAP #11; ESE 7; ESOL 22; CC1K7; CC4S1; CC10K1; CC10S5; IC7K1; IC10S4;
Midterm/Final Exam
Transition IEP
Job Development
Project
10. Demonstrate knowledge of school and
community resources and policies and
procedures associated with securing
services and financial supports for
individuals with disabilities across the age
span. FEAP #2, 3; ESE 1(2); ESOL 7, 1I; CC8S6; CC8S1; CC8K3; CC5S3; IC9K1; IC9K2; IC10K3; IC10S2; IC8K3; IC9K1;
Final Exam;
Agency Visit and
Presentation
11. Use person-centered planning approaches
to develop a multi-year outcome-oriented
transition plan CC4S1; CC4S6; CC5K7; Personal Futures
Planning Activities
12. Identify models of career education,
vocational instruction, and community-based
programs and appropriate methods for
vocational assessment, exploration and
training. FEAP #7: ESE 6(2), 7(4); CC10S2; IC7K1;
Final Exam;
Job Development
Project;
Professional
Reflections
13. Select, adapt, and use instructional
strategies for self-determination and self-
advocacy training. FEAP #10; CC5S8; CC5S9; IC5S6; IC7S8;
Self-Determination
Curriculum Review
Transition IEP
14. Discuss the importance of working
collaboratively with families to enhance
successful inclusion and assist students in
functioning effectively in a variety of
environments to which they will be
transitioning ESE 7(4); CC1K7; CC2K4; CC10K1; CC10S3; IC5S12;
Transition IEP;
Personal Futures
Planning Activities;
Resource File;
Professional
Reflections
15. Review ethnic and cultural differences of
students with disabilities and their families
when developing Individual Transition Plans
(ITPs) FEAP #5; CC2K4; CC10S10; CC1K7; CC10K3;
Transition IEP
Midterm/Final
Exam/Professional
Reflections
16. Discuss ethical practices and considerations
related to transition and collaboration. FEAP #2, 6, CC7K5;CC8S9; CC10K4; CC7K5; CC8S9;. IC9S2; IC10K2 ;
Professional
Reflections/
Midterm/Final Exam
Mode of Instruction:
This course will employ the use of lecture, guest speakers, demonstration, case studies,
class activities, tests, projects and field-based experiences to teach the objectives listed
above.
Course Credit: 3 semester hours Required Text:
Wehman, P., Daltlow Smith, M., Schall, C. (2009). Autism & the Transition to Adulthood Success Beyond the Classroom. Paul H.Brookes Publishing Co.:Baltimore,
MD. Supplemental Readings and Websites:
National Secondary Transition Technical Assistance Center (NSTTAC)
(www.nsttac.org)
National Center of Secondary Education and Transition (NCSET) (http://www.ncset.org/)
PACER Center (www.pacer.org/index.asp)
Council for Exceptional Children (CEC) (www.cec.sped.org)
NSTTAC – Age Appropriate Transition Assessment Guide
(www.nsttac.org/pdf/transition_guide/nsttac_tag.pdf)
Brown, L., Shiraga, B., & Kessler, K. (2006). The quest for ordinary lives: The
integrated post-school vocational functioning of 50 workers with significant disabilities. Research & Practice for Person’s with Severe Disabilities, 31(2), pp. 93-121.
Cramer, S., & Stivers, J. (2007). Don’t give up! Practical strategies for challenging
collaborations. TEACHING Exceptional Children, 39(6), pp. 6-11.
Mueller, T. (2009). IEP facilitation a promising approach to resolving conflicts between
families and schools. TEACHING Exceptional Children, 41(3), pp. 60-67.
Luft, P., Brown, C., & Sutherin, L. (2007). Are you and your students bored with the
benchmarks? Sinking under the standards? Then transform your teaching through
transition! TEACHING Exceptional Children, 39(6), pp. 39-46.
Capizzi, A. (2008). From assessment to annual goal engaging a decision-making
process in writing measurable IEPs. TEACHING Exceptional Children, 41(1), pp. 18-
25.
Bassett, D., & Kochhar-Bryant, C. (2006). Strategies for aligning standards-based
education and transition. Focus on Exceptional Children, 39(2), pp. 1-19.
Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth
with autism spectrum disorders review and recommendations. Focus on Autism and Other Developmental Disabilities, 24(2), 77-88.
Parrish, P., & Stodden, R. A. (2009). Aligning assessment and instruction with state
standards for children with significant disabilities. TEACHING Exceptional Children,
41(4), 46-56. (
Brooke, V.A., Revell, G., & Wehman, P. (2009). Quality indicators for competitive
employment outcomes what special education teachers need to know in transition
planning. TEACHING Exceptional Children, 41(4), 58-66.
Kreiner, J. & Flexer, R. (2009). Assessment of leisure preferences for students with
severe developmental disabilities and communication difficulties. Education and Training in Developmental Disabilities, 44(2), 280-288.
Cobb, R.B., & Alwell, M. (2009). Transition planning/coordinating interventions for
youth with disabilities a systematic review. Career Development for Exceptional
Individuals, 32(2), 70-81.
Martin, J., Van Dycke, J., D’Ottavio, M., & Nickerson, K. (2007). The student-directed
summary of performance: Increasing student and family involvement in the transition
planning process. Career Development For Exceptional Individuals, 30(1), pp. 12-26.
Carter, E., Clark, N., Cushing, L., & Kennedy, C. (2005). Moving from elementary to
middle school: Supporting a smooth transition for students with severe disabilities.
TEACHING Exceptional Children, 37(3), pp. 8 – 14.
Rous, B. (2008). Supporting the transition of young children with significant disabilities:
Findings from a national study. TASH Connections, 34(4), 27-29.
Brooke, V., & McDonough, J. (2008). The facts ma’am, just the factssocial security
disability benefit programs and work incentives. TEACHING Exceptional Children,
41(1), pp. 58-65.
Cimera, R. (2008). The cost-trends of supported employment versus sheltered
employment. Journal of Vocational Rehabilitation, 28, pp. 15-20.
Thorton, C., Weathers, R., & Wittenburg, D. (2007). Ticket to success? Early findings
from the ticket to work program. Journal of Vocational Rehabilitation, 27, pp. 69-71.
Targett, P., Young, C., Revell, G., Williams, S., & Wehman, P.
(2007). Customized employment in the one stop career centers. TEACHING Exceptional Children, 40(2), 6-11.
Bovey E.H., & Strain, P.S. (2008). The power of peers: Social skills strategies for
young children with autism. TASH Connections, July/August 2008, 24-26.
Banda, D., Matuszny, R., & Turkan, S. (2007). Video modeling
strategies to enhance appropriate behaviors in children with autism
spectrum disorders. TEACHING Exceptional Children, 39(6), 47-52.
Ganz, J. (2007). Using visual script interventions to address communication skills.
TEACHING Exceptional Children, 40(2), 54-58.
Shogren, K., Wehmeyer, M., Palmer, S., Soukup, J., Little, T., Garner, N., & Lawrence,
M. (2007). Examining individual and ecological predictors of the self-determination of
students with disabilities. Exceptional Children, 73(4), 488-509.
Fowler, C., Konrad, M., Walker, A., Test, D., & Wood, W. (2007). Self-determination
interventions’ effects on the academic performance of students with developmental
disabilities. Education & Training in Developmental Disabilities, 42(3), 270-285.
Hogansen, J.M., Powers, K., Geenen, S., Gil-Kashiwabara, E., & Powers, L. (2008).
Transition goals and experiences of females with disabilities: Youth, parents, and
professionals. Exceptional Children, 74(2), 215-234.
Hiller, A., Campbell, H., Mastriani, K., Vreeburg Izzo, M., Kool-Tucker, A. K., Cherry, L.,
& Beversdorf, D.Q. (2007). Two-year program evaluation of a vocational support
program for adults on the autism spectrum. Career Development for Exceptional
Individuals, 30(1), 35-47.
Janus, M., Kopechanski, L., Camerson, R., & Hughes, D. (2008).
In Transition: Experiences of parents of children with special needs at school entry. Early Childhood Education Journal, 35, 479-485.
Perske, R. The “Big Bang” Theory and Down Syndrome. Journal of the American Association on Mental Retardation, 44(6), 430 – 432.
Taylor, S. Christmas in purgatory: A retrospective look. Journal of the American Association on Mental Retardation, 44(2), 145-149.
Smith, J. D. (2007). Mental retardation and the problem of “Normality”: Self-
determination and Identity Choice. Education and Training in Developmental Disabilities, 42(4), pp. 410-417.
Gill, L. (2007). Bridging the Transition Gap From High School to College Preparing
Students With Disabilities for a Successful Postsecondary Experience. TEACHING
Exceptional Children, 40(2), 12-15.
Conroy, M.A., Sutherland, K.S., Snyder, A.L., & Marsh, S. (2008). Classwide
Interventions Effective Instruction Makes a Difference. TEACHING Exceptional
Chidlren, 40(6), 24-30.
Mazzotti, V.L., Rowe, D.A., Kelley, K.R., Test, D.W., Fowler, C.H., Kohler, P.D., &
Kortering, L.J. (2009). Linking Transition Assessment and Postsecondary Goals Key
Elements in the Secondary Transition Planning Process. TEACHING Exceptional
Children, 42(2), 44-51.
Additional Course Policies:
Changes to the Syllabus/Assignment Deadlines: Every effort will be made to cover
the topic areas listed in the course schedule within the given time-line. However, the
instructor reserves the right to delete, shorten, append, or otherwise adjust the content,
form, and/or sequence of the course material and/or course assignments as deemed
necessary. Changes to the syllabus or assignment deadlines will be discussed in class
or provided via email communication by the instructor.
Attendance and Participation: Students are expected to attend all scheduled class
meetings (7 face-to-face classes) and the final exam; and to actively participate for the
entire class period. To earn an “A” in this course, students MUST attend all scheduled
courses. Students will receive a failing “F” grade if they miss more than two face-to-
face course meetings, because this course requires a great deal of class participation
and interaction. The professor reserves the right to deduct 50 points for a missed class.
It is the student’s responsibility to inform the instructor prior to missing a class or if there
is a personal situation that the instructor should be aware of. It is the student’s responsibility to gather missed information from a missed class and students are advised that missing class is not an excuse to not turn in assigned work and/or assignments.
Grading of Assignments: All assignments (unless otherwise noted by the instructor)
must be typed and created as an electronic document – and must be double-spaced.
Assignments should be neat, clearly written, contain no misspellings or grammatical
errors. For assistance in preparing assignments and properly citing work, please refer
to the Publication Manual of the American Psychological Association, Sixth Edition
reference guide for professional writing. For additional information and examples of the
required APA style and formatting - please consult the following website:
(http://owl.english.purdue.edu/owl/resource/560/01/). Students are encouraged to
maintain electronic copies of all work for their own records. Points will be awarded as
per specific assignment criteria, project rubrics, including quality of assignment, on time
completion, excellent writing format, and adherence to specific project criteria. Points
will be deducted if assignments do not adhere to the above criteria.
Communication & Technology: Students are required to provide a reliable e-mail
address and to communicate with the professor via conventional e-mail (yahoo account)
as necessary. The professor will make every effort to respond to all student messages
via e-mail or phone within 48 hours of receipt.
Late Work: Late work will NOT be accepted - except in the case of a documented
medical or family medical emergency - at the professor’s discretion. Make-up exams
will not be given - except in the case of a documented medical or family medical
emergency - at the professor’s discretion. In the event a student experiences an issue
beyond their control – that has the potential to affect the student’s participation in the
course – the student should contact the professor IMMEDIATELY via the instructor’s
cell phone (321-212-8997) or email (drspencecochran@yahoo.com).
Academic Integrity: Academic integrity is defined as the pursuit of scholarly activity in
an open, honest, and responsible manner. Academic dishonesty includes, but is not
limited to, cheating, plagiarizing, fabrication of information or citations, facilitating acts of
academic dishonesty by others, submitting work of another person or work previously
used without informing the professor, or tampering with the academic work of other
students. The professor reserves the right to consult turnitin.com. All students are
expected to exhibit the Personal Attributes set forth in the College of Education Fitness to Teach policy. The Academic Misconduct Disciplinary Policy as outlined
in the Golden Rule will be adhered to in all cases of academic misconduct.
Academic Honesty: Academic honesty is expected. The guidelines for academic
honesty are found in the Golden Rule and University catalog.
Professionalism/Personal Conduct: Students are expected to conduct themselves in
a professional manner at all times while participating in this course. This includes
communication with the professor, communication with peers, and conduct during class,
field observations, community-based field work or conduct with the professor outside of
the course. See code of conduct for details.
Differently-abled/Disability Access Statement: The University of Central Florida is
committed to providing reasonable accommodations for all persons with disabilities.
This syllabus is available in alternate formats upon request. Students with disabilities
who need accommodations in this course must contact the professor at the beginning of
the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request specified accommodations. Students who need accommodations must be registered with
Student Disability Services, Student Resource Center Room 132, phone (407) 823-
2371, TTY/TDD only phone (407) 823-2116, prior to requesting accommodations from
the professor. If a student has a disability that qualifies under the Americans with
Disabilities Act (ADA) and requires accommodations, he/she should contact the Office
of Support Services for Students with Disabilities for information on appropriate policies
and procedures. Prior arrangements must be made with the instructor, if needed, to
accommodate any diverse learning needs due to documented disabilities. Students with
disability-related needs should contact the instructor via email to ensure confidentiality.
Specific Course Requirements: Class Participation and Completion of In-Class Assignments (50 points per meeting (7) = 350 points – in class) Class participation is a vital part of developing
your abilities to consult and cooperate with other teachers. Assignments may include
developing role-plays, conducting self-assessments, developing grant proposals and
participating in group activities and discussions. During each class meeting, students
will be assigned activities that relate to the course content for application activities and
group synthesis. When assigned an in-class assignment or activity points will be
awarded based upon the completion of the assigned activities and the number of
interactions with the instructor, classmates, presenters, and guest lecturers. Every class meeting.
Professional Reflections (450 points) For all assigned reading (including chapters
and articles) you will submit a Professional Reflection (PR). For each assigned reading
you will be responsible to identify and list at least 2 items that are/would be useful to you
as a teacher or school-based personnel. These bulleted items should include the piece
of information you have identified as useful and why you believe it is useful in your
current or future teaching situation. Be prepared to share your entries with colleagues
during class meetings. Due as assigned for each course meeting. Due: PR 1 - 6/4/11 (50 points), PR 2 - 6/11/11 (50 points), PR 3 - 6/18/11 (50 points), PR 4 - 7/9/11(150 points), PR 5 - 7/16/11 (50 points), PR 6 - 7/23/11 (50 points), and PR 7 – 7/30/11 (50 points).
Electronic Resource File (ERF) (150 points – 25 points per) For this assignment you
are required to post 2 electronic resources (i.e. website, electronically available
supports, PFD files, etc.) on our Yahoo group website prior to each course meeting.
Please post resources that would assist teachers, therapists, advocates, families,
and/or agency personnel in supporting transition activities for individuals with
disabilities. These postings can include information about education, school,
community-based options, leisure activities, issues related to dealing with life choices
(e.g. guardianship options, aging issues, or issues related to sexuality and health &
hygiene), or any other topic related to the transition experience of a person with a
disability. After you have posted your two items – please comment on the post of one of
your classmates. Please explain why you found your classmate’s posting useful or
informative. In summary – you need to post two items and then comment on the post
of one of your peers. Due: 6/4/11, 6/11/11, 6/18/11, 7/9/11, 7/16/11, and 7/23/11.
Please be sure to list your 2 electronic resources in the following manner:
Title: National Center of Secondary Education and Transition (NCSET) Web address: http://www.ncset.org Category of Resource: Resources Target Population for Resource: All disabilities Age Range: All ages Description: The National Center on Secondary Education and Transition (NCSET)
coordinates national resources, offers technical assistance, and disseminates information
related to secondary education and transition for youth with disabilities in order to create
opportunities for youth to achieve successful futures.
Personal Statement (50 points) Students will complete a personal statement
illustrating their own educational philosophy for students with ASD and/or significant
disabilities. The statement will be no more than 3 pages double-spaced, and should
reference the theories and/or icons that have influenced the development of the
student’s personal views about educating students with disabilities. The personal
statement should also include: how the student’s teaching practice has been influenced
and shaped by research, reading, and personal experience, and what outcomes are
viewed as the most critical for their present or future students with disabilities. Due: June 4, 2011.
Disability Support Services (DSS) Assignment (50 points) – Each student is
responsible for visiting a Disability Support Services (DSS) office on a college campus
of your choice. These offices provide accommodations and services for students
attending their university, community college, or institute of higher learning. Each
student is required to visit a DSS office on a campus of their choosing and answer
assigned questions. Due: June 18, 2011.
District Transition Information Assignment (25 points) For this assignment you will
select a district (one where you are teaching or one you potentially might teach in) and
you are required to gather the following information and post it on our Yahoo group
website: Name(s) of your district transition contact(s) – please note specific titles and/or
responsibilities, Contact information for your district supports (email, website, phone,
address), Types of transition supports provided by the district, Website address for
teacher supports in your district, Website address for parent, guardian, and/or agencies
in your district, and How you gathered this information (phone, email, website, etc.). Due: June 11, 2011.
Transition IEP Plan (50 points) A transition individualized education plan (TIEP) will
be completed for a student with a disability after information about the assignment is
reviewed in class. This assignment will include: 1) Completion of an informal transition
assessment tool, 2) Completion of a TIEP based upon information provided by an
informal assessment tool, 3) Completion of a transition planning guide, and 4)
Recommendations for appropriate assessment based upon the informal transition
guide. You will not be required to submit an actual TIEP form from you district. Due: July 16, 2011.
Agency Visit and Presentation (50 points) Students will be assigned to work in
cooperative groups to complete this activity. The number of students in each group will
be assigned by the instructor. Each group will be responsible for visiting an assigned
community-based agency. Groups will collaborate to develop and deliver a 20-minute
PowerPoint presentation for the class that includes an overview of the agency, details
from the agency visit, and internet sites of interest. Groups will also prepare a handout
for distribution in class. Specific directions regarding the completion of this assignment
will be provided during class. You are strongly encouraged to begin planning and working on this assignment as soon as possible. Presentations will be provided July 9, 2011 in class.
Self-Determination Curriculum Review(25 points – in class) Students will review
and critique a self-determination/self advocacy curriculum for students with disabilities.
Students will then prepare an in class presentation identifying the following components
of the curriculum they reviewed: the instructional approach used, target students,
necessary support materials, guidelines for teachers, and if possible any research that
validates the use of the designated curriculum. Students will discuss efficacy, ease of
use, costs, time demands on the teacher, etc. during their class presentation. Specific
directions regarding the completion of this assignment will be provided during class. Due: July 16, 2011 in class. Personal Futures Planning Activities (25 points – in class) Students will participate
in group simulation activities for personal futures planning including MAPS, Circle of
Friends, and Planning Alternative Tomorrows with Hope (P.A.T.H.) based upon a case
study or information provided in class. Due: July 16, 2011 in class. Job Development Project (100 points) Each student will conduct an in-depth job
analysis at an employment site in the community. This project is designed to provide
experiences in data collection for job carving and customized employment. Students will
identify a community business that may be an appropriate training or internship site for
a selected student; conduct an interview with a person with hiring authority and/or an
individual in a targeted position; collect in depth information about the business and a
target position, including information on work culture, job position characteristics, and
job responsibilities and tasks; and write report that includes a reflection of the job
development process, an assessment of the utility of each site for enhancing career
development for the identified student, and a discussion of curricular and instructional
implications for job preparation. Specific directions regarding the completion of this
assignment will be provided during class. Due: July 23, 2011.
Evaluation Procedures:
Assignments Points
1. Class Participation 350 points
2. Professional Reflections (PR) 450 points
3. Personal Statement 50 points
4. District Transition Information 25 points
5. Transition IEP 50 points
6. Disability Support Services 50 points
7. Agency Visit and Presentation 50 points
8. Personal Futures Planning Activities 25 points
9. Self Determination Curriculum Review 25 points
10. Electronic Resource File 150 points
11. Job Development Project 100 points
12. Midterm 50 points
13. Final 50 points
Total = 1425 points
Grade Distribution by points:
1425 - 1365 A
1364 - 1344 B
1343 - 1323 C
1322 - 1300 D
1299 and below F
Tentative Course Schedule – Summer 2011
CLASS: CLASS TOPIC: READINGS & ASSIGNMENTS: ASSIGNMENT DUE:
Class 1 –
May 21
Course Overview; History of
Transition; National & State
Trends in Transition
PR 1 -Contact Cards
Class 2 –
June 4
Assessment and Program
Planning for Transition; Diploma
Options
July 23
Ethical Practices Related to
Transition and Collaboration and Family Panel – Invited guests will
speak to the class
PR 7 -PR 6
-ERF Posting
-Job Development
Project
Final Exam
July 30
In-Class Final Exam -PR 7
References:
Brown, L., Shiraga, B., & Kessler, K. (2006). The quest for ordinary lives: The
integrated post-school vocational functioning of 50 workers with significant disabilities.
Research & Practice for Person’s with Severe Disabilities, 31(2), pp. 93-121.
Cramer, S., & Stivers, J. (2007). Don’t give up! Practical strategies for challenging
collaborations. TEACHING Exceptional Children, 39(6), pp. 6-11.
Mueller, T. (2009). IEP facilitation a promising approach to resolving conflicts between
families and schools. TEACHING Exceptional Children, 41(3), pp. 60-67.
Luft, P., Brown, C., & Sutherin, L. (2007). Are you and your students bored with the
benchmarks? Sinking under the standards? Then transform your teaching through
transition! TEACHING Exceptional Children, 39(6), pp. 39-46.
Capizzi, A. (2008). From assessment to annual goal engaging a decision-making
process in writing measurable IEPs. TEACHING Exceptional Children, 41(1), pp. 18-
25.
Bassett, D., & Kochhar-Bryant, C. (2006). Strategies for aligning standards-based
education and transition. Focus on Exceptional Children, 39(2), pp. 1-19.
Martin, J., Van Dycke, J., D’Ottavio, M., & Nickerson, K. (2007). The student-directed
summary of performance: Increasing student and family involvement in the transition
planning process. Career Development For Exceptional Individuals, 30(1), pp. 12-26.
Carter, E., Clark, N., Cushing, L., & Kennedy, C. (2005). Moving from elementary to
middle school: Supporting a smooth transition for students with severe disabilities.
TEACHING Exceptional Children, 37(3), pp. 8 – 14.
Bryan, T., Stiles, N., Burstein, K., Ergul, C., & Chao, P. (2007). “Am I supposed to
understand this stuff?” Youth with special health care needs readiness for transition.
Education and Training in Developmental Disabilities, 42(3), pp. 330-338.
Brooke, V., & McDonough, J. (2008). The facts ma’am, just the facts social security
disability benefit programs and work incentives. TEACHING Exceptional Children,
41(1), pp. 58-65.
Cimera, R. (2008). The cost-trends of supported employment versus sheltered
employment. Journal of Vocational Rehabilitation, 28, pp. 15-20.
Thorton, C., Weathers, R., & Wittenburg, D. (2007). Journal of Vocational
Rehabilitation, 27, pp. 69-71.
Cimera, R. (2007). The cumulative cost-effectiveness of supported and sheltered
employees with mental retardation. Research & Practice for Persons with Severe
Disabilities, 32(4), pp. 247-252.
Storey, K. (2007). Review of research on self-management interventions in supported
employment settings for employees with disabilities. Career Development For
Exceptional Individuals, 30(1), pp. 27-34.
Hillier, A., Campbell, H., Mastriani, K., Izzo, M., Kool-Tucker, A., Cherry, L, &
Beversdorf, D. (2007). Two-year evaluation of a vocational support program for adults
on the autism spectrum. Career Development For Exceptional Individuals, 30(1), 35-47.
Wagner, M. & Davis, M. (2006). How are we preparing students with emotional
disturbances for the transition to adulthood? Findings from the national longitudinal
transition study-2. Journal of Emotional and Behavioral Disorders, 14(2), 86-98.
Sabbatino, E. & Macrine, S. (2007). Start on success: A model transition program for
high school students with disabilities. Preventing School Failure, 52(1), 33-39. Banda,
Banda, D.R., Matuszny, R., & Turkan, S. (2007). Video modeling strategies to enhance
appropriate behaviors in children with autism spectrum disorders. TEACHING
Exceptional Children, 39(6), 47-52.
Ganz, J. (2007). Using visual script interventions to address communication skills.
TEACHING Exceptional Children, 40(2), 54-58.
Shogren, K., Wehmeyer, M., Palmer, S., Soukup, J., Little, T., Garner, N., & Lawrence,
M. (2007). Examining individual and ecological predictors of the self-determination of
students with disabilities. Exceptional Children, 73(4), 488-509.
Fowler, C., Konrad, M., Walker, A., Test, D., & Wood, W. (2007). Self-determination
interventions’ effects on the academic performance of students with developmental
disabilities. Education & Training in Developmental Disabilities, 42(3), 270-285.
Gil, L. (2007). Bridging the transition gap from high school to collegepreparing students
with disabilities for a successful postsecondary experience. TEACHING Exceptional Children, 40(2), 12-15.
Conroy, M., Sutherland, K., Snyder, A., & Marsh, S. (2008). Classwide interventions
effective instruction makes a difference. TEACHING Exceptional Children, 40(6), 24-
30.
Hogansen, J., Powers, K., Geenen, S., Gil-Kashiwabara, E., & Powers, L. (2008).
Transition experiences of females with disabilities: Youth, parents, and professionals.
Exceptional Children, 74(2), pp. 215-234.
Janus, M., Kopechanski, L., Camerson, R., & Hughes, D. (2008).In Transition:
Experiences of parents of children with special needs at school entry. Early Childhood Education Journal, 35, 479-485.
Perske, R. The “Big Bang” Theory and Down Syndrome. Journal of the American Association on Mental Retardation, 44(6), 430 – 432.
Taylor, S. Christmas in purgatory: A retrospective look. Journal of the American Association on Mental Retardation, 44(2), 145-149.
Smith, J. D. (2007). Mental retardation and the problem of “Normality”: Self-
determination and Identity Choice. Education and Training in Developmental Disabilities, 42(4), pp. 410-417.
Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth
with autism spectrum disorders review and recommendations. Focus on Autism and Other Developmental Disabilities, 24(2), 77-88.
Parrish, P., & Stodden, R. A. (2009). Aligning assessment and instruction with state
standards for children with significant disabilities. TEACHING Exceptional Children,
41(4), 46-56.)
Brooke, V.A., Revell, G., & Wehman, P. (2009). Quality indicators for competitive
employment outcomes what special education teachers need to know in transition
planning. TEACHING Exceptional Children, 41(4), 58-66.
Kreiner, J. & Flexer, R. (2009). Assessment of leisure preferences for students with
severe developmental disabilities and communication difficulties. Education and Training in Developmental Disabilities, 44(2), 280-288.
Cobb, R.B., & Alwell, M. (2009). Transition planning/coordinating interventions for
youth with disabilities a systematic review. Career Development for Exceptional
Individuals, 32(2), 70-81.
Carter, E.W., Trainor, A.A., Sun, Y., & Owens, L. Assessing the transition-related
strengths and needs of adolescents with high-incidence disabilities. Exceptional
Children, 76(1), 74-94.
Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. Columbus, OH: Merrill Prentice Hall.
Greenen, S., Powers, L., Vasquez, A.L., & Bersani, H. (2003). Understanding and
promoting the transition of minority adolescents. Career Development for Exceptional Individuals, 26, 27-46.
Hagner, D., & Tobey, D. (2002). “Doing my own thing”: Supported self-employment for
individuals with cognitive disabilities. Journal of Vocational Rehabilitation, 17, 65-
74.
Hart, D., Zafft, C., & Zimbrich, K. (2001). Creating access to college for all students. Journal for Vocational Special Needs Education, 23(2), 19-31.
Hernandez, B., & Keyes, C., & Balcazar, F. (2000). Employer attitudes toward workers
with disabilities and their ADA employment rights: A literature review. Journal of Rehabilitation, 66, 4-16.
Lohrmann-O’Rourke, S., & Gomez, O. (2001). Integrating preference assessment within
the transition to create meaningful school-to-life outcomes. Exceptionality, 9(3),
157-174.
Moon, M. S., & Inge, K. (2000). Vocational preparation and transition. In M. Snell & F. Brown
(Eds.). Instruction of students with severe disabilities (5th ed) (pp. 604-628). Upper
Saddle River, NJ: Merrill.
Neubert, D.A., Moon, M.S., & Grigal, M. (2002). Post-secondary education and
transition services for students ages 18-21 with significant disabilities. Focus on Exceptional Children, 34(8), 1-12
Neubert, D.A. (2003). The role of assessment in the transition to adult life process for
students with disabilities. Exceptionality, 11, 63-75.
O’Brien, J. (2002). Person-centered planning as a contributing factor in organizational
and social change. Research and Practice for Persons with Severe Disabilities, 27 (4), 261-264.
Schuster, J.L., Timmons, J.C., & Moloney, M. (2003). Barriers to successful transition
for young adults who receive SSI and their families. Career Development for Exceptional Individuals, 26, 47-66.
Stodden, R.A., Whelley, T., Chang, C., & Harding, T. (2001). Current status of
educational support provision to students with disabilities in postsecondary
education. Journal of Vocational Rehabilitation, 16, 189-198.
Storms, J., O’Leary, E., & Williams. J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. University of Oregon, Western
Regional Resource Center. Download this document from: http://interact.uoregon.edu/wrrc/trnfiles/trncontents.htm
Test, D.W., Browder, D.M., Karvonen, M., Wood, W., & Algozzine, B. (2002). Writing
lesson plans for promoting self-determination. Teaching Exceptional Children, 35(1), 8-14.
Wehmeyer, M., Field, S., Doren, B., Jones, B., & Mason, C. (2004). Self-determination
and student involvement in standards-based reform. Focus on Exceptional Children, 70(4), 413-425.
University of Central Florida - College of Education
EEX 6759 Transition Planning and Interdisciplinary Teaming for
Students with Disabilities – Summer 2011
Teaching Academy (TA) Room 102
Course Meeting Dates: 5/21/11, 6/4/11, 6/11/11, 6/18/11, 7/9/11, 7/16/11,
7/23/11, and 7/30/11 from 9:00 am – 5:00 pm
Instructor: Kim Spence-Cochran, Ph.D.
Office Hours:
By Appointment Only
Office Location: UCF Center for Autism & Related Disabilities (CARD)
University of Central Florida – Main Campus
HPA I - Second Floor - Orlando, Florida
OR
University of Central Florida – Cocoa Campus
1519 Clearlake Road
Cocoa, FL 32922
Phone: 321-212-8997 cell phone
407-823-6012 office phone
E-mail: drspencecochran@yahoo.com
Course Description:
This course is designed to address the key administrative issues concerning personnel
and resource management, interagency collaboration and resource identification for
inter-disciplinary teaming and transition planning for students with disabilities across the
educational continuum (early childhood, elementary, secondary, post-secondary and
adult education). Emphasis is placed on transition services including assessment,
curriculum planning, and collaboration with community agency personnel, school
professionals and families. Students will explore: a) strategies for collaboration,
consultation and negotiation within an organization and maintenance of special
education programs for students with disabilities; b) national trends and federal and
state statues related to career development and transition planning; c) curriculum and
strategies to develop self-determination and self-advocacy; d) county and state
resources and services; and e) essential domains of transition planning
(personal/social, general community functioning, and leisure/recreational). Students will
also investigate a continuum of placement and service options in general education,
career and vocational education, integrated employment (including supported
employment), functional community based instruction, and transition services.
Course Requirements:
This course is offered to graduate students seeking a Master’s Degree in Exceptional
Education and/or a Graduate Certificate in Severe or Profound Disabilities and State
Endorsement in Severe or Profound Disabilities. It is designed to address Administrative
Rule 6A-4.012793, Specialization Requirements for Endorsement in Severe or Profound
Disabilities—Academic Class (b) Coursework in interdisciplinary teaming to include
available resources; the recognition of the role of parents, teachers, and other
professionals; functional community-based curriculum; employability skills; and
transition planning.
Course Objectives:
Key: FEAP= Florida Educator Accomplished Practices
ESE= Florida Exceptional Student Education K-12 Subject Area
Competencies
ESOL=English for Speakers of Other Languages
CC=Common Core, (Council for Exceptional Children)
IIC= Individualized Independence Curriculum, (Council for Exceptional
Children)
EEX 6938- Transition Planning and Interdisciplinary Teaming for Students with
Disabilities
The following competencies are designed to address Administrative Rule 6A-4.012793,
Specialization Requirements for Endorsement in Severe or Profound Disabilities—Academic Class
(b) Coursework in interdisciplinary teaming to include available resources; the recognition of the
role of parents, teachers, and other professionals; functional community-based curriculum;
employability skills; and transition planning.
Student Exit Competencies
Standards Demonstration
1. Demonstrate knowledge of history and
trends for national transition initiatives. CC1K7; CC1K3
IC1K2; Midterm/Final Exam/
Professional
Reflections/
Electronic Resource
File
2. Demonstrate knowledge of federal and state
statutes as they relate to special education
collaboration and transition services.
ESE 1(2); ESOL
24; IC1K2; Midterm/Final Exam/
Professional
Reflections/ Electronic
Resource File/DSS
Assignment
3. Demonstrate knowledge of Florida’s
Sunshine State Standards, High School
Assessments, and methods for linking
academic content to transition goals.
IC9S3; ESOL 24;
CC1K3; CC10S2;
IC4S4
Midterm/Final Exam/
Professional
Reflections/
Resource File/DSS
Assignment/TIEP
4. Identify the roles and responsibilities of the
special educator, general educator, transition
specialist, paraprofessional, and related
service personnel.
ESE 1(6); ESE
3(6), CC2K4;
CC10K2;
CC10S1; CC10S6;
CC10S7;
Midterm/Final Exam/
Professional
Reflections/
Personal Futures
Planning Activities/
Transition IEP
5. Demonstrate mastery of communication and
consultation skills, including interdisciplinary
teaming strategies for collaboration between
schools, agencies, and families.
ESE 3(6); ESOL
13, 22; CC1K3;
CC7K1; CC7S1;
CC10S3; CC10S4;
CC7K7; CC7 S5;
Professional
Reflections/
Personal Futures
Planning
Activities/Agency
Visitation/DSS Assign.
6. Identify the essential domains of transition
planning (e.g., personal/social, general
community functioning, and
leisure/recreational) for students with
disabilities
CC3K2; CC4S6;
CC4S1; IC5S1;
IC7S6
IC1K2;
Professional
Reflections/
Midterm/Final Exam
Agency Visit and
Presentation/
Transition IEP/
Job Development
Project
7. Demonstrate knowledge of transition
planning using student and family
preferences to develop desired post-school
outcomes.
FEAP #2, 3; ESE
7(3); ESOL 23;
IC10S2; CC1K5;
CC1S2; CC7K7;
IC8K3; IC10S5;
IC4K4;
Personal Futures
Planning Activities;
Job Development
Project; Transition IEP
8. Identify formal and informal approaches for
identifying students' strengths, interests,
preferences, and needs related to post-
school goals and educational experiences
ESE 1(3),
7(1)(2),(3),(4);
CC4S1;
CC4S6; CC10S2
Personal Futures
Planning Activities;
Job Development
Project; Self-
Determination
Curriculum Review
9. Collaborate with I.E.P. team members to
plan functional outcome oriented transition
IEP’s that encourage full community
participation.
FEAP #11; ESE 7;
ESOL 22; CC1K7;
CC4S1; CC10K1;
CC10S5; IC7K1;
IC10S4;
Midterm/Final Exam
Transition IEP
Job Development
Project
10. Demonstrate knowledge of school and
community resources and policies and
procedures associated with securing
services and financial supports for
individuals with disabilities across the age
span.
FEAP #2, 3; ESE
1(2); ESOL 7, 1I;
CC8S6; CC8S1;
CC8K3; CC5S3;
IC9K1; IC9K2;
IC10K3; IC10S2;
IC8K3; IC9K1;
Final Exam;
Agency Visit and
Presentation
11. Use person-centered planning approaches
to develop a multi-year outcome-oriented
transition plan
CC4S1; CC4S6;
CC5K7; Personal Futures
Planning Activities
12. Identify models of career education,
vocational instruction, and community-based
programs and appropriate methods for
vocational assessment, exploration and
training.
FEAP #7: ESE
6(2), 7(4); CC10S2;
IC7K1;
Final Exam;
Job Development
Project;
Professional
Reflections
13. Select, adapt, and use instructional
strategies for self-determination and self-
advocacy training.
FEAP #10; CC5S8;
CC5S9; IC5S6;
IC7S8;
Self-Determination
Curriculum Review
Transition IEP
14. Discuss the importance of working
collaboratively with families to enhance
successful inclusion and assist students in
functioning effectively in a variety of
environments to which they will be
transitioning
ESE 7(4); CC1K7;
CC2K4; CC10K1;
CC10S3; IC5S12;
Transition IEP;
Personal Futures
Planning Activities;
Resource File;
Professional
Reflections
15. Review ethnic and cultural differences of
students with disabilities and their families
when developing Individual Transition Plans
(ITPs)
FEAP #5; CC2K4;
CC10S10; CC1K7;
CC10K3;
Transition IEP
Midterm/Final
Exam/Professional
Reflections
16. Discuss ethical practices and considerations
related to transition and collaboration. FEAP #2, 6,
CC7K5;CC8S9;
CC10K4; CC7K5;
CC8S9;. IC9S2;
IC10K2 ;
Professional
Reflections/
Midterm/Final Exam
Mode of Instruction:
This course will employ the use of lecture, guest speakers, demonstration, case studies,
class activities, tests, projects and field-based experiences to teach the objectives listed
above.
Course Credit: 3 semester hours
Required Text:
Wehman, P., Daltlow Smith, M., Schall, C. (2009). Autism & the Transition to
Adulthood Success Beyond the Classroom. Paul H.Brookes Publishing Co.:Baltimore,
MD.
Supplemental Readings and Websites:
National Secondary Transition Technical Assistance Center (NSTTAC)
(www.nsttac.org)
National Center of Secondary Education and Transition (NCSET) (http://www.ncset.org/)
PACER Center (www.pacer.org/index.asp)
Council for Exceptional Children (CEC) (www.cec.sped.org)
Iowa Transition Assessment (http://transitionassessment.northcentralrrc.org/)
The Colorado Department of Education (http://www.cde.state.co.us/cdesped/TK.asp)
US Department of Education – IDEA Part B & Part C
(http://idea.ed.gov/)
National Dissemination Center for Children with Disabilities (NICHCY)
(http://www.nichcy.org/)
Bureau of Exceptional Education & Student Services (BEESS)
(http://www.fldoe.org/ese/)
Project 10: Transition Education Network
(http://www.project10.info/DistrictGreen.aspx)
Early Steps/Children’s Medical Services
(http://www.doh.state.fl.us/alternatesites/cms-kids/index.html)
Vocational Rehabilitation – (Home page Florida)
(http://www.rehabworks.org/)
Florida’s Transition Project for Infants, Young Children and Their Families
(http://www.floridatransitionproject.ucf.edu/)
Agency for Persons with Disabilities (APD)
(http://apd.myflorida.com)
US Department of Labor
(www.dol.gov/odep)
Goodwill Industries International Incorporated
(www.goodwill.org)
Self-Determination Resources
(www.fyitransition.org/Minicourses/selfdetermination/selfdetermination6.html)
Transition to Kindergarten
(http://www.fmhi.usf.edu/institute/pubs/pdf/cfs/fcpi/transition.htm)
Continuity in Early Childhood: A Framework for Home, School, and Community
Linkages (http://www.sedl.org/prep/hsclinkages.pdf)
Kentucky Transition Collaborative
(http://www.ihdi.uky.edu/ktcp/materials/)
“I Wake Up for My Dream!” Personal Futures Planning Circles of Support, MAPS and
PATH (http://www.isdd.indiana.edu/irca/education/MyDream.htlml)
Taxonomy for Transition Programming
(http://homepages.wmich.edu/~kohlerp/pdf/Taxonomy.pdf)
NSTTAC – Age Appropriate Transition Assessment Guide
(www.nsttac.org/pdf/transition_guide/nsttac_tag.pdf)
Brown, L., Shiraga, B., & Kessler, K. (2006). The quest for ordinary lives: The
integrated post-school vocational functioning of 50 workers with significant disabilities.
Research & Practice for Person’s with Severe Disabilities, 31(2), pp. 93-121.
Cramer, S., & Stivers, J. (2007). Don’t give up! Practical strategies for challenging
collaborations. TEACHING Exceptional Children, 39(6), pp. 6-11.
Mueller, T. (2009). IEP facilitation a promising approach to resolving conflicts between
families and schools. TEACHING Exceptional Children, 41(3), pp. 60-67.
Luft, P., Brown, C., & Sutherin, L. (2007). Are you and your students bored with the
benchmarks? Sinking under the standards? Then transform your teaching through
transition! TEACHING Exceptional Children, 39(6), pp. 39-46.
Capizzi, A. (2008). From assessment to annual goal engaging a decision-making
process in writing measurable IEPs. TEACHING Exceptional Children, 41(1), pp. 18-
25.
Bassett, D., & Kochhar-Bryant, C. (2006). Strategies for aligning standards-based
education and transition. Focus on Exceptional Children, 39(2), pp. 1-19.
Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth
with autism spectrum disorders review and recommendations. Focus on Autism and
Other Developmental Disabilities, 24(2), 77-88.
Parrish, P., & Stodden, R. A. (2009). Aligning assessment and instruction with state
standards for children with significant disabilities. TEACHING Exceptional Children,
41(4), 46-56. (
Brooke, V.A., Revell, G., & Wehman, P. (2009). Quality indicators for competitive
employment outcomes what special education teachers need to know in transition
planning. TEACHING Exceptional Children, 41(4), 58-66.
Kreiner, J. & Flexer, R. (2009). Assessment of leisure preferences for students with
severe developmental disabilities and communication difficulties. Education and
Training in Developmental Disabilities, 44(2), 280-288.
Salend, S.J. (2009). Technology-based classroom assessments alternatives to testing.
TEACHING Exceptional Children, 41(6), 48-48.
Cobb, R.B., & Alwell, M. (2009). Transition planning/coordinating interventions for
youth with disabilities a systematic review. Career Development for Exceptional
Individuals, 32(2), 70-81.
Martin, J., Van Dycke, J., D’Ottavio, M., & Nickerson, K. (2007). The student-directed
summary of performance: Increasing student and family involvement in the transition
planning process. Career Development For Exceptional Individuals, 30(1), pp. 12-26.
Carter, E., Clark, N., Cushing, L., & Kennedy, C. (2005). Moving from elementary to
middle school: Supporting a smooth transition for students with severe disabilities.
TEACHING Exceptional Children, 37(3), pp. 8 – 14.
Rous, B. (2008). Supporting the transition of young children with significant disabilities:
Findings from a national study. TASH Connections, 34(4), 27-29.
Brooke, V., & McDonough, J. (2008). The facts ma’am, just the factssocial security
disability benefit programs and work incentives. TEACHING Exceptional Children,
41(1), pp. 58-65.
Cimera, R. (2008). The cost-trends of supported employment versus sheltered
employment. Journal of Vocational Rehabilitation, 28, pp. 15-20.
Thorton, C., Weathers, R., & Wittenburg, D. (2007). Ticket to success? Early findings
from the ticket to work program. Journal of Vocational Rehabilitation, 27, pp. 69-71.
Targett, P., Young, C., Revell, G., Williams, S., & Wehman, P.
(2007). Customized employment in the one stop career centers. TEACHING
Exceptional Children, 40(2), 6-11.
Bovey E.H., & Strain, P.S. (2008). The power of peers: Social skills strategies for
young children with autism. TASH Connections, July/August 2008, 24-26.
Banda, D., Matuszny, R., & Turkan, S. (2007). Video modeling
strategies to enhance appropriate behaviors in children with autism
spectrum disorders. TEACHING Exceptional Children, 39(6), 47-52.
Ganz, J. (2007). Using visual script interventions to address communication skills.
TEACHING Exceptional Children, 40(2), 54-58.
Miner, G., & Bates, P. (1997). Person-centered transition planning. TEACHING
Exceptional Children, Sept/Oct 1997, 66-69.
Shogren, K., Wehmeyer, M., Palmer, S., Soukup, J., Little, T., Garner, N., & Lawrence,
M. (2007). Examining individual and ecological predictors of the self-determination of
students with disabilities. Exceptional Children, 73(4), 488-509.
Fowler, C., Konrad, M., Walker, A., Test, D., & Wood, W. (2007). Self-determination
interventions’ effects on the academic performance of students with developmental
disabilities. Education & Training in Developmental Disabilities, 42(3), 270-285.
Hogansen, J.M., Powers, K., Geenen, S., Gil-Kashiwabara, E., & Powers, L. (2008).
Transition goals and experiences of females with disabilities: Youth, parents, and
professionals. Exceptional Children, 74(2), 215-234.
Hiller, A., Campbell, H., Mastriani, K., Vreeburg Izzo, M., Kool-Tucker, A. K., Cherry, L.,
& Beversdorf, D.Q. (2007). Two-year program evaluation of a vocational support
program for adults on the autism spectrum. Career Development for Exceptional
Individuals, 30(1), 35-47.
Bucholz, J., Keller, C., & Brady, M. (2007). Teachers’ ethical dilemmas. TEACHING
Exceptional Children, 40(2), 60-64.
Janus, M., Kopechanski, L., Camerson, R., & Hughes, D. (2008).
In Transition: Experiences of parents of children with special needs at school entry.
Early Childhood Education Journal, 35, 479-485.
Perske, R. The “Big Bang” Theory and Down Syndrome. Journal of the American
Association on Mental Retardation, 44(6), 430 – 432.
Taylor, S. Christmas in purgatory: A retrospective look. Journal of the American
Association on Mental Retardation, 44(2), 145-149.
Smith, J. D. (2007). Mental retardation and the problem of “Normality”: Self-
determination and Identity Choice. Education and Training in Developmental
Disabilities, 42(4), pp. 410-417.
Gill, L. (2007). Bridging the Transition Gap From High School to College Preparing
Students With Disabilities for a Successful Postsecondary Experience. TEACHING
Exceptional Children, 40(2), 12-15.
Conroy, M.A., Sutherland, K.S., Snyder, A.L., & Marsh, S. (2008). Classwide
Interventions Effective Instruction Makes a Difference. TEACHING Exceptional
Chidlren, 40(6), 24-30.
Mazzotti, V.L., Rowe, D.A., Kelley, K.R., Test, D.W., Fowler, C.H., Kohler, P.D., &
Kortering, L.J. (2009). Linking Transition Assessment and Postsecondary Goals Key
Elements in the Secondary Transition Planning Process. TEACHING Exceptional
Children, 42(2), 44-51.
Additional Course Policies:
Changes to the Syllabus/Assignment Deadlines: Every effort will be made to cover
the topic areas listed in the course schedule within the given time-line. However, the
instructor reserves the right to delete, shorten, append, or otherwise adjust the content,
form, and/or sequence of the course material and/or course assignments as deemed
necessary. Changes to the syllabus or assignment deadlines will be discussed in class
or provided via email communication by the instructor.
Attendance and Participation: Students are expected to attend all scheduled class
meetings (7 face-to-face classes) and the final exam; and to actively participate for the
entire class period. To earn an “A” in this course, students MUST attend all scheduled
courses. Students will receive a failing “F” grade if they miss more than two face-to-
face course meetings, because this course requires a great deal of class participation
and interaction. The professor reserves the right to deduct 50 points for a missed class.
It is the student’s responsibility to inform the instructor prior to missing a class or if there
is a personal situation that the instructor should be aware of. It is the student’s
responsibility to gather missed information from a missed class and students are
advised that missing class is not an excuse to not turn in assigned work and/or
assignments.
Grading of Assignments: All assignments (unless otherwise noted by the instructor)
must be typed and created as an electronic document – and must be double-spaced.
Assignments should be neat, clearly written, contain no misspellings or grammatical
errors. For assistance in preparing assignments and properly citing work, please refer
to the Publication Manual of the American Psychological Association, Sixth Edition
reference guide for professional writing. For additional information and examples of the
required APA style and formatting - please consult the following website:
(http://owl.english.purdue.edu/owl/resource/560/01/). Students are encouraged to
maintain electronic copies of all work for their own records. Points will be awarded as
per specific assignment criteria, project rubrics, including quality of assignment, on time
completion, excellent writing format, and adherence to specific project criteria. Points
will be deducted if assignments do not adhere to the above criteria.
Communication & Technology: Students are required to provide a reliable e-mail
address and to communicate with the professor via conventional e-mail (yahoo account)
as necessary. The professor will make every effort to respond to all student messages
via e-mail or phone within 48 hours of receipt.
Late Work: Late work will NOT be accepted - except in the case of a documented
medical or family medical emergency - at the professor’s discretion. Make-up exams
will not be given - except in the case of a documented medical or family medical
emergency - at the professor’s discretion. In the event a student experiences an issue
beyond their control – that has the potential to affect the student’s participation in the
course – the student should contact the professor IMMEDIATELY via the instructor’s
cell phone (321-212-8997) or email (drspencecochran@yahoo.com).
Academic Integrity: Academic integrity is defined as the pursuit of scholarly activity in
an open, honest, and responsible manner. Academic dishonesty includes, but is not
limited to, cheating, plagiarizing, fabrication of information or citations, facilitating acts of
academic dishonesty by others, submitting work of another person or work previously
used without informing the professor, or tampering with the academic work of other
students. The professor reserves the right to consult turnitin.com. All students are
expected to exhibit the Personal Attributes set forth in the College of Education
Fitness to Teach policy. The Academic Misconduct Disciplinary Policy as outlined
in the Golden Rule will be adhered to in all cases of academic misconduct.
Academic Honesty: Academic honesty is expected. The guidelines for academic
honesty are found in the Golden Rule and University catalog.
Professionalism/Personal Conduct: Students are expected to conduct themselves in
a professional manner at all times while participating in this course. This includes
communication with the professor, communication with peers, and conduct during class,
field observations, community-based field work or conduct with the professor outside of
the course. See code of conduct for details.
Differently-abled/Disability Access Statement: The University of Central Florida is
committed to providing reasonable accommodations for all persons with disabilities.
This syllabus is available in alternate formats upon request. Students with disabilities
who need accommodations in this course must contact the professor at the beginning of
the semester to discuss needed accommodations. No accommodations will be
provided until the student has met with the professor to request specified
accommodations. Students who need accommodations must be registered with
Student Disability Services, Student Resource Center Room 132, phone (407) 823-
2371, TTY/TDD only phone (407) 823-2116, prior to requesting accommodations from
the professor. If a student has a disability that qualifies under the Americans with
Disabilities Act (ADA) and requires accommodations, he/she should contact the Office
of Support Services for Students with Disabilities for information on appropriate policies
and procedures. Prior arrangements must be made with the instructor, if needed, to
accommodate any diverse learning needs due to documented disabilities. Students with
disability-related needs should contact the instructor via email to ensure confidentiality.
Specific Course Requirements:
Class Participation and Completion of In-Class Assignments (50 points per
meeting (7) = 350 points – in class) Class participation is a vital part of developing
your abilities to consult and cooperate with other teachers. Assignments may include
developing role-plays, conducting self-assessments, developing grant proposals and
participating in group activities and discussions. During each class meeting, students
will be assigned activities that relate to the course content for application activities and
group synthesis. When assigned an in-class assignment or activity points will be
awarded based upon the completion of the assigned activities and the number of
interactions with the instructor, classmates, presenters, and guest lecturers. Every
class meeting.
Professional Reflections (450 points) For all assigned reading (including chapters
and articles) you will submit a Professional Reflection (PR). For each assigned reading
you will be responsible to identify and list at least 2 items that are/would be useful to you
as a teacher or school-based personnel. These bulleted items should include the piece
of information you have identified as useful and why you believe it is useful in your
current or future teaching situation. Be prepared to share your entries with colleagues
during class meetings. Due as assigned for each course meeting. Due: PR 1 - 6/4/11
(50 points), PR 2 - 6/11/11 (50 points), PR 3 - 6/18/11 (50 points), PR 4 - 7/9/11(150
points), PR 5 - 7/16/11 (50 points), PR 6 - 7/23/11 (50 points), and PR 7 – 7/30/11
(50 points).
Electronic Resource File (ERF) (150 points – 25 points per) For this assignment you
are required to post 2 electronic resources (i.e. website, electronically available
supports, PFD files, etc.) on our Yahoo group website prior to each course meeting.
Please post resources that would assist teachers, therapists, advocates, families,
and/or agency personnel in supporting transition activities for individuals with
disabilities. These postings can include information about education, school,
community-based options, leisure activities, issues related to dealing with life choices
(e.g. guardianship options, aging issues, or issues related to sexuality and health &
hygiene), or any other topic related to the transition experience of a person with a
disability. After you have posted your two items – please comment on the post of one of
your classmates. Please explain why you found your classmate’s posting useful or
informative. In summary – you need to post two items and then comment on the post
of one of your peers. Due: 6/4/11, 6/11/11, 6/18/11, 7/9/11, 7/16/11, and 7/23/11.
Please be sure to list your 2 electronic resources in the following manner:
Title: National Center of Secondary Education and Transition (NCSET)
Web address: http://www.ncset.org
Category of Resource: Resources
Target Population for Resource: All disabilities
Age Range: All ages
Description: The National Center on Secondary Education and Transition (NCSET)
coordinates national resources, offers technical assistance, and disseminates information
related to secondary education and transition for youth with disabilities in order to create
opportunities for youth to achieve successful futures.
Personal Statement (50 points) Students will complete a personal statement
illustrating their own educational philosophy for students with ASD and/or significant
disabilities. The statement will be no more than 3 pages double-spaced, and should
reference the theories and/or icons that have influenced the development of the
student’s personal views about educating students with disabilities. The personal
statement should also include: how the student’s teaching practice has been influenced
and shaped by research, reading, and personal experience, and what outcomes are
viewed as the most critical for their present or future students with disabilities. Due:
June 4, 2011.
Disability Support Services (DSS) Assignment (50 points) – Each student is
responsible for visiting a Disability Support Services (DSS) office on a college campus
of your choice. These offices provide accommodations and services for students
attending their university, community college, or institute of higher learning. Each
student is required to visit a DSS office on a campus of their choosing and answer
assigned questions. Due: June 18, 2011.
District Transition Information Assignment (25 points) For this assignment you will
select a district (one where you are teaching or one you potentially might teach in) and
you are required to gather the following information and post it on our Yahoo group
website: Name(s) of your district transition contact(s) – please note specific titles and/or
responsibilities, Contact information for your district supports (email, website, phone,
address), Types of transition supports provided by the district, Website address for
teacher supports in your district, Website address for parent, guardian, and/or agencies
in your district, and How you gathered this information (phone, email, website, etc.).
Due: June 11, 2011.
Transition IEP Plan (50 points) A transition individualized education plan (TIEP) will
be completed for a student with a disability after information about the assignment is
reviewed in class. This assignment will include: 1) Completion of an informal transition
assessment tool, 2) Completion of a TIEP based upon information provided by an
informal assessment tool, 3) Completion of a transition planning guide, and 4)
Recommendations for appropriate assessment based upon the informal transition
guide. You will not be required to submit an actual TIEP form from you district. Due:
July 16, 2011.
Agency Visit and Presentation (50 points) Students will be assigned to work in
cooperative groups to complete this activity. The number of students in each group will
be assigned by the instructor. Each group will be responsible for visiting an assigned
community-based agency. Groups will collaborate to develop and deliver a 20-minute
PowerPoint presentation for the class that includes an overview of the agency, details
from the agency visit, and internet sites of interest. Groups will also prepare a handout
for distribution in class. Specific directions regarding the completion of this assignment
will be provided during class. You are strongly encouraged to begin planning and
working on this assignment as soon as possible. Presentations will be provided July
9, 2011 in class.
Self-Determination Curriculum Review (25 points – in class) Students will review
and critique a self-determination/self advocacy curriculum for students with disabilities.
Students will then prepare an in class presentation identifying the following components
of the curriculum they reviewed: the instructional approach used, target students,
necessary support materials, guidelines for teachers, and if possible any research that
validates the use of the designated curriculum. Students will discuss efficacy, ease of
use, costs, time demands on the teacher, etc. during their class presentation. Specific
directions regarding the completion of this assignment will be provided during class.
Due: July 16, 2011 in class.
Personal Futures Planning Activities (25 points – in class) Students will participate
in group simulation activities for personal futures planning including MAPS, Circle of
Friends, and Planning Alternative Tomorrows with Hope (P.A.T.H.) based upon a case
study or information provided in class. Due: July 16, 2011 in class.
Job Development Project (100 points) Each student will conduct an in-depth job
analysis at an employment site in the community. This project is designed to provide
experiences in data collection for job carving and customized employment. Students will
identify a community business that may be an appropriate training or internship site for
a selected student; conduct an interview with a person with hiring authority and/or an
individual in a targeted position; collect in depth information about the business and a
target position, including information on work culture, job position characteristics, and
job responsibilities and tasks; and write report that includes a reflection of the job
development process, an assessment of the utility of each site for enhancing career
development for the identified student, and a discussion of curricular and instructional
implications for job preparation. Specific directions regarding the completion of this
assignment will be provided during class. Due: July 23, 2011.
Evaluation Procedures:
Assignments Points
1. Class Participation 350 points
2. Professional Reflections (PR) 450 points
3. Personal Statement 50 points
4. District Transition Information 25 points
5. Transition IEP 50 points
6. Disability Support Services 50 points
7. Agency Visit and Presentation 50 points
8. Personal Futures Planning Activities 25 points
9. Self Determination Curriculum Review 25 points
10. Electronic Resource File 150 points
11. Job Development Project 100 points
12. Midterm 50 points
13. Final 50 points
Total = 1425 points
Grade Distribution by points:
1425 - 1365 A
1364 - 1344 B
1343 - 1323 C
1322 - 1300 D
1299 and below F
Tentative Course Schedule – Summer 2011
CLASS: CLASS TOPIC: READINGS &
ASSIGNMENTS: ASSIGNMENT DUE:
Class 1 –
May 21
Course Overview; History of
Transition; National & State
Trends in Transition
PR 1 -Contact Cards
Class 2 –
June 4
Assessment and Program
Planning for Transition; Diploma
Options
PR 2 -PR 1
-ERF Posting
-Personal Statement
Class 3 –
June 11
Transition & Early Education;
Transition & School-Aged
Students; School-to-Work;
College-Bound Students
PR 3 -PR 2
-ERF Posting
-District Transition
Information
Assignment
Class 4 –
June 18
Vocational Options; Finding Jobs;
Supported Employment; Job
Carving
Midterm Exam
PR 4
Midterm Exam -PR 3
-ERF Posting
-DSS Assignment
Class 5 –
July 9
Social Skills Programming for
Transition
Agency Presentations
PR 5 -PR 4
-ERF Posting
-Agency Presentations
Class 6 –
July 16
Self Determination; Self
Advocacy; Personal Futures
Planning (PFP) and Personal
Futures Planning (PATH)
Demonstration - In-Class
PR 6
-PR 5
-ERF Posting
-Self Determination
Curriculum Review
-PFP Activity
-TIEP
Class 7–
July 23
Ethical Practices Related to
Transition and Collaboration and
Family Panel – Invited guests will
speak to the class
PR 7 -PR 6
-ERF Posting
-Job Development
Project
Final Exam
July 30
In-Class Final Exam -PR 7
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